Get back to play after an interruption
When to use this goal
For students who stop playing for the rest of the period when something goes wrong: a tower falls, a peer leaves, a piece breaks, or the game changes. Base the choice on observation of free play and recess. The goal is getting back into play, in the same activity or a new one, not hiding any upset.
- Baseline
- Log 5 interruptions and time from the interruption to the student starting play again. Note what helped (a choice, an adult, a peer) and what the student did in between. Pair with the regulation plan if the student was very upset.
- Tips
- Start timing at the interruption and stop at the first play action or help request. Calming first is part of restarting; use any regulation strategy the student chose. Keep planned interruptions small and fix them quickly.
- Limits
- Interruptions vary in size; note what happened each time. Latency does not measure how the student coped (see regulation goals).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-play-039.
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Goal
By the annual IEP review date, during free play or recess after an interruption (such as a build falling, a peer leaving, a piece breaking), the student will restart play after the interruption by fixing it, trying again, joining another activity, or asking a peer or adult for help independently within 2 minutes, across 4 consecutive observed interruptions, as measured by latency recording collected as interruptions happen, reviewed weekly.
Baseline: 6 minutes.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check10 of 11 met · 1 to review
Review: Unit fits the behavior. Latency measures how quickly a response starts. The behavior should describe starting or responding.
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Latency recording gives latency data.
Met: Review timeframe. Stated.
Met: Baseline and target compatible. Same unit, change in the right direction.
Met: Aligned with area of need. Still about Play & Social Participation.
Met: Level of support. Defined.
Met: Blanks filled in. Nothing left to fill in.
Checks structure and wording only. Whether the goal fits the student is the team's call.
Short-term objectives (optional)
When are objectives required?Required for students on alternate assessments (34 CFR §300.320(a)(2)(ii)); some states require them for everyone.
Paste into your IEP system
Most district systems have a separate box for each part of a goal. Copy them one at a time, or all at once as labeled text.
- Area of need
- Social-Emotional & Communication - Play & Social Participation
- Baseline
- 6 minutes.
- Annual goal444 characters
- By the annual IEP review date, during free play or recess after an interruption (such as a build falling, a peer leaving, a piece breaking), the student will restart play after the interruption by fixing it, trying again, joining another activity, or asking a peer or adult for help independently within 2 minutes, across 4 consecutive observed interruptions, as measured by latency recording collected as interruptions happen, reviewed weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During free play or recess after an interruption (such as a build falling, a peer leaving, a piece breaking)
- Behavior
- The student will restart play after the interruption by fixing it, trying again, joining another activity, or asking a peer or adult for help independently
- Criteria
- Within 2 minutes, across 4 consecutive observed interruptions
- Evaluation method
- Latency recording
- Schedule
- As interruptions happen, reviewed weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Latency tracker. Records the cue time and the response time.
Latency tracker
Latency- Student label:
- Target:
- within 2 minutes
- Mastery rule:
- across 4 consecutive observed interruptions
- Collection schedule:
- as interruptions happen, reviewed weekly
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, during free play or recess after an interruption (such as a build falling, a peer leaving, a piece breaking), the student will restart play after the interruption by fixing it, trying again, joining another activity, or asking a peer or adult for help independently within 2 minutes, across 4 consecutive observed interruptions, as measured by latency recording collected as interruptions happen, reviewed weekly.
| Date | Instruction / cue | Cue given (time) | Response began (time) | Latency (minutes) | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Start timing when the cue ends (for example, the end of the direction). Stop when the defined response begins.
- Record latency in minutes. Shorter latency means faster starts.
- Use a stopwatch or a timer app. Avoid estimating from the clock when measuring seconds.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.